An integrated measure of student perceptions of feedback, engagement and school identification


Autoria(s): Carvalho, Carolina; Conboy, Joseph; Santos, João; Fonseca, Jesuína; Tavares, David; Martins, Dulce; Salema, Maria Helena; Fiuza, Edite; Gama, Ana Paula
Data(s)

18/08/2016

18/08/2016

01/02/2015

Resumo

Teacher feedback influences student learning, identity construction and trajectories. This study tests the measurement properties of a questionnaire designed to assess (a) student perceptions about teacher feedback; (b) student identification with school, and; (c) student engagement. 1089 students in grades 6 through 10 (mean age 13.4) participated in the study. Factor analyses yield dimensions of School Identification, Effective Feedback, Person-Centered Feedback, Engagement, and Social Acceptance. Internal consistency for principal dimensions varied between .77 and .89. The instrument is suitable for assessing student school identification, behavioral engagement, and perceptions of teacher feedback.

Identificador

Carvalho C, Conboy J, Santos J, Fonseca J, Tavares D, Martins D, et al. An integrated measure of student perceptions of feedback, engagement and school identification. Procedia – Social and Behavioral Sciences. 2015;174:2335-42.

http://hdl.handle.net/10400.21/6367

10.1016/j.sbspro.2015.01.896

Idioma(s)

eng

Relação

http://www.sciencedirect.com/science/article/pii/S1877042815009489

Direitos

openAccess

http://creativecommons.org/licenses/by-nc/4.0/

Palavras-Chave #Sociology #Teacher feedback #School identification #School engagement #School trajectories
Tipo

article